This study was designed to measure and bridge the mismatch in perceptions of error correction (EC) between a teacher and his students. The participants were 32 students in two intact, beginner-level Spanish classes at a mid-size university in the Southwest of the US. The treatment consisted of two learner training (LT) sessions (see Reiss, 1981) in which the teacher explained to the students his approach to correcting written mistakes. Alternate forms of a questionnaire were administered on three occasions in order to obtain data about the students' opinions. A review of the literature identified four main issues related to EC that teachers and students disagree on: discouragement, learner readiness, meaning focus, and grammar. These four areas were therefore the focus of both the LT sessions and the questionnaires. The results showed a significant change in the students' perceptions related to EC after the treatment. Thus, the paper concludes by calling for studies and methodologies that consider a more open and fluid dialogue between second language acquisition (SLA) findings, L2 classrooms, and students' awareness of their L2 learning.